Biography
Bryce Baker began his collegiate recreation career at Western Michigan University, where he worked in intramurals and became actively involved with NIRSA. After graduation, he joined Butler University as the Graduate Assistant for Sports Programming. Bryce currently serves as the IRSA State Student Leader and previously served as the MIRSA State Student Leader. He is pursuing a master’s degree in recreation administration at Indiana University.
Questions & Responses
Describe your personal perspective on the role of collegiate recreation within higher education. In your response, explain how being involved with collegiate recreation has impacted your own growth and development as a student.
I believe that collegiate recreation plays a critical role within higher education by providing meaningful opportunities for students to engage, express themselves, and develop outside of the traditional classroom setting. Collegiate recreation creates inclusive spaces that promote not only physical activity, but also mental health, personal well-being, and a sense of belonging for students. Across the country, collegiate recreation departments serve a wide range of participants, including students, faculty, staff, and community members, helping connect individuals from diverse backgrounds through shared experiences.
Collegiate recreation has had a profound impact on my own growth and development as a student. What began as officiating flag football during my freshman year quickly became more than just a job. Through officiating, I developed communication skills, confidence, and the ability to lead under pressure. As I continued to grow within the program, I was provided opportunities to officiate higher-levels, which challenged me to refine my mechanics, expand my rules knowledge, and hold myself to a higher professional standard.
Now, as I begin to break my way into officiating at the collegiate level, I can clearly see how collegiate recreation has prepared me for these opportunities. The mentorship, training, and leadership experiences I gained through campus recreation have shaped my professional aspirations and personal values. Most importantly, collegiate recreation has provided me with lifelong friendships, a strong sense of community, and experiences that will continue to influence who I am long after graduation.
Share the ways you have been involved with NIRSA (e.g., volunteering, presentations, previous leadership roles, etc.). Explain how these experiences have prepared you to represent and advocate for students in collegiate recreation.
My involvement with NIRSA has allowed me to engage with collegiate recreation at the local, state, regional, and national levels, providing me with a well-rounded understanding of the field and the students it serves. Through leadership, service, and professional development opportunities, I have gained the skills necessary to effectively represent and advocate for students within collegiate recreation.
I have served in multiple leadership roles focused on student development and engagement, including as Student Development Committee Chair for NIRSA Region 3 Lead On 2025 and as a State Student Leader for both the Michigan Intramural Recreational Sports Association (MIRSA) and the Indiana Recreational Sports Association (IRSA). In these roles, I have worked closely with professionals and fellow students to support state and regional initiatives, facilitate student-focused programming, and ensure student voices are represented in decision-making spaces. I am also currently assisting with the planning and execution of NIRSA Region 3 Lead On 2026 at Purdue University, which has provided valuable experience in scheduling, proposal review and collaboration at a large scale.
My involvement also includes organizing and supporting educational opportunities for officials and student staff. I served as a Clinic Organizer for both the 2025 MIRSA Basketball Officials Clinic, where I helped coordinate logistics, presenters, and learning experiences centered on skill development and advancement. Additionally, officiating at the NIRSA Region 3 Basketball Regional Championship at Purdue allowed me to represent collegiate recreation through professionalism, strong mechanics, and advanced rules knowledge in a high-level competitive environment.
Beyond NIRSA-specific roles, I have served as Vice President of the WMU Sport Management Club and Vice President of the WMU Campus Recreation Student Employee Board. These experiences strengthened my ability to advocate for student needs, foster leadership development, and improve communication between students and administrators. Collectively, these roles have prepared me to represent students in collegiate recreation by prioritizing development, inclusivity, and meaningful engagement across all levels of involvement.
Within the context of the NIRSA Strategic Plan, what area/item would you say is a major issue students face today? How would you address this issue during your term?
One major issue students face today within the context of the NIRSA Strategic Plan is sustaining engagement and wellbeing amid increasing academic, financial, and personal demands. While campus recreation provides meaningful opportunities for connection and development, many students remain unaware of or disconnected from long-term pathways beyond their home institution. Additionally, the increasing financial costs associated with travel, staffing, and participation create real barriers to access for both students and institutions.
During my term, I would address this issue by helping strengthen developmental pipelines that connect campus involvement to advanced opportunities, specifically within the NIRSA Championship Series across the US and Canada. I recognize that this work cannot be done independently and requires strong partnerships with institutions, state organizations, and regional leadership. By collaborating with campus professionals, I would work to clearly communicate the true value of the Championship Series while also acknowledging and advocating around the financial realities institutions face.
By promoting shared solutions, equitable access, and cost-conscious approaches—such as collaborative planning, resource sharing, and intentional scheduling, we can reduce barriers while maintaining the integrity of the Championship Series. This approach aligns with NIRSA’s commitment to stewardship, advocacy, and equity, and helps ensure students feel supported, valued, and motivated to remain engaged in collegiate recreation.
The Student Leadership Team focuses on student development, and Student Member recruitment and retention. What skills, talents, and perspectives would you bring to the Student Leadership Team that would contribute to this focus?
I believe, as do many others, that students are at the core of what we do, and that effective communication is essential to strong leadership. Through my experiences as a State Student Leader for both MIRSA and IRSA, as well as my involvement with NIRSA Region 3 Lead On and multiple student leadership boards, I have developed the ability to listen, collaborate, and advocate for diverse student perspectives. I bring a strong work ethic, organizational skills, and a commitment to inclusivity that ensures all students feel supported, engaged, and a true sense of belonging.
My experience organizing clinics and leading student programming has strengthened my ability to recruit and mentor students, helping them develop both their skills and confidence. I also bring a perspective shaped by firsthand experience in student employment and recreation programming, which allows me to understand and address the needs of students at every level. I am eager to contribute these skills, talents, and experiences to the Student Leadership Team to support student development and promote meaningful engagement, recruitment, and retention.
Describe what role you typically take on a team and how your leadership style will contribute to the Student Leadership Team.
I strive to create an environment where everyone feels included and empowered to share their opinions freely. I believe open dialogue is essential to maximizing collaboration and achieving team goals. My strong communication skills, combined with my CliftonStrengths—Relator, Self-Assurance, Context, Harmony, and Command—allow me to understand others’ perspectives, build trust, and guide teams toward productive outcomes.
Typically, I take on a leadership role that balances listening with decisive action. I work to connect team members, identify shared goals, and ensure that everyone’s contributions are valued. By fostering a collaborative and supportive environment, I can help the Student Leadership Team work effectively together, engage students meaningfully, and advance initiatives that promote development, recruitment, and retention.
As a member of the Student Leadership Team, you have the opportunity to leave a lasting impact on the field of collegiate recreation. However, we acknowledge and respect that you are a student first. Explain how you maintain a healthy balance between your various responsibilities (student, volunteer, athlete, employee, etc.).
I believe that academics must always come first, but I also take pride in maintaining a strong balance between my coursework, work responsibilities, officiating, and life outside of these commitments. I prioritize careful planning, effective time management, and setting clear boundaries to ensure that I can fully engage in each role without becoming overwhelmed. By staying organized and mindful of my responsibilities, I can excel academically while contributing meaningfully as an official and student leader. This balance allows me to bring energy, focus, and reliability to all areas of my life, including the opportunities I would have as a member of the Student Leadership Team.
